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Preschool children are very sensitive to their settings, and their behaviors and interactions with other children and adults are often different in different situations (Vitiello, Booren, Downer, & Williford, 2012). This means that preschool-age children are likely to have different learning experiences when involved in different types of activities. To help preschool children develop all of the diverse skills they need to succeed, they should be exposed to different settings and activities throughout the school day.

Creating an effective schedule is like putting together a puzzle or a favorite recipe. There are certain “ingredients,” or elements that go into an effective schedule. The order and style of those elements are up to you. This lesson will introduce you to the six elements of an effective schedule. Then you will have a chance to consider how best to arrange these pieces for your classroom. The schedule is the “big picture” of the main activities you and the children engage in daily. Routines, on the other hand, are the steps done along the way to complete the schedule. Routines help provide a pattern and predictability to one’s day (Ostrosky, Jung, Hemmeter, & Thomas, 2007). This lesson will also address how to create and support your classroom routines.

Ingredients of an Effective Schedule

1. Free-Choice Time

Children need many opportunities to engage in play and to follow their interests. An easy and effective way to provide these opportunities in the preschool classroom is to give children free-choice time. Free-choice time is time during the school day in which children make their own choices about what activities they engage in. Typically, this involves children choosing to play at one or more interest areas in the classroom (see the Introduction lesson for more about interest areas). The teacher’s role during free-choice time is to make sure each child has the opportunity to pursue their interests and to make the most of these learning opportunities. This can involve monitoring the number of children at each interest area to ensure certain areas are not overwhelmed, and making yourself available to children to support their activities. Children learn best during free-choice time when teachers actively scaffold their learning (Chien et al., 2010).

According to research that has looked at preschool children’s behavior in different settings and activities throughout the school day, children are more involved in activities that allow them independence and the opportunity to make choices. For example, Vitiello et al. (2012) found children are more engaged with activities during free-choice time than during teacher-structured activities. This can likely be explained by the fact that children are more likely to remain interested and to keep working at an activity when they chose the activity in the first place, rather than the teacher choosing the activity for them. In free-choice time, preschoolers were also more engaged with their peers (Vitiello et al., 2012). Research tells us children who are more engaged in activities and with their peers early on do better in school when they are older.

这一天的大部分应致力于在课堂上的自由选择时间，因为这次对学龄前儿童尤为重要。万博体育全站app在大多数运营八小时或更长时间的大多数程序中，这意味着至少60分钟（哭声，伤害，莱利，2003）应该致力于自由选择的活动。对于学龄前儿童来说，这一时间对于从事冗长的戏剧思想至关重要。万博体育全站app目标是积极参与。您提供的材料和与儿童的互动可以帮助他们成为并保持订婚，并且可以帮助孩子在这种更加非结构化的时间内达到学习目标。狗万app怎么下载

2. Outdoor Time

就像室内自由选择的时间一样，户外时间也是学龄前日的重要组成部分。万博体育全站app室外时间与自由选择时间类似，因为它通常允许孩子们指导自己的戏剧和学习并遵循他们的兴趣。狗万app怎么下载此外，学龄前儿童高度从事活万博体育全站app动，在户外时间和其他儿童游戏（Vitiello等，2012）。然而，与课堂上的自由选择时间不同，室外时间允许更大的机会加强大肌肉并与自然界互动。研究表明，在户外花费更多的儿童更加积极活跃，因此，不太可能在未来患有健康问题（Hinkley，Crawford，Salmon，alketh，2008）。

At least 60 minutes per day should be spent outdoors, weather permitting, for programs that operate eight hours or more (Cryer, Harms, & Riley, 2003). In full day programs, this amount of time should be spent outdoors in both the morning and the afternoon (Dodge et al., 2010). Outdoor time can take different forms. In some preschools, children may have access to an outdoor fixed playground area in which they can choose where and how to play. Children often are most physically active when they play with portable equipment such as balls and bicycles, regardless of whether or not they have access to fixed playgroup equipment. (Kreichauf et al., 2012). Teachers can provide these types of equipment, as well as other traditional outdoor toys like chalk and bubbles, and create outdoor interest areas for children to choose from.

许多相同的材料您提供室内be used to promote engagement outdoors as well. In addition to traditional outdoor toys like bikes, balls, and chalk, consider providing dramatic play props, sand and water tables, pencils and paper, a basket of books in the shade, and blocks or natural materials for building. Also consider bringing the class pet (like a rabbit) outdoors if appropriate. Doing these things will help children stay actively engaged and provide opportunities for extended learning.

3.大型活动

万博体育全站app学龄前儿童还受益于由教师发起的大型活动。这些活动涉及指导或讨论，专注于建立儿童的学术和社交技能。在大型时间内，许多有趣的事情就会发生。这次为读取故事的机会提供给小组，唱歌歌曲，讨论日程或日历，并鼓励儿童分享特殊活动，欢迎客人访客或新的儿童并建立课堂社区。万博体育全站app学龄前教师指令往往比在其他设置中更有效。（Cabell，Decoster，Locasale-Crouch，Hamre，Pianta，2013）。

Research shows that teacher-guided, large-group time may be especially important for helping preschoolers develop early literacy skills. Large-group time can also help children strengthen their skills in paying attention and learning to control their behaviors (Dickinson & Porche, 2011). It’s important to remember that teacher-directed, large-group times should be kept short. Young children learn best if group times are 15–20 minutes or less (Hemmeter, Ostrosky, Artman, & Kinder, 2008).

4. Small-Group Activities

小组活动offer a chance to focus on important learning goals in a personal setting. These types of activities are ideal for promoting children’s active engagement. Wait time is reduced because fewer children are involved, and children get to spend more time actively manipulating materials. Small-group activities also allow children to interact with their peers combined with one-on-one attention from the teacher.

不幸的是，小组不像他们可以在学龄前教室（Cabell，Decoster，Locasale-Crouch，Hamre，＆Pianta，2013万博体育全站app）一样使用。但是，有很多方法可以使用小组活动来促进参与和学习。狗万app怎么下载教师可以在小组中阅读一个故事，提供一个科学实验，在艺术项目上工作，与孩子们一起玩棋盘游戏，或者做任何需要额外的成人注意的其他活动。与大型活动类似，每组小组时间应保持15分钟或更短时间。小组是中心或自由选择时间可用的完美选择。

5. Transitions

Transitions are unavoidable in preschool classrooms. There are times during the day when children must stop one activity and start another, for example, cleaning up interest areas and lining up to go outside. Transitions are often a difficult part of the preschool day, and child engagement can be low during this time (Vitiello et al., 2012). Even though some transitions are necessary, teachers can do their best to minimize transitions and keep children engaged during transitions.

为了最大限度地减少过渡，请考虑您一天中的所有活动，要求所有孩子同时做同样的事情。首先，问问自己：是否必要的过渡时间？例如，上面提到了小型时间的重要性。但是，这并不意味着小型时间需要在学龄前日期是一个单独的时间块。万博体育全站app相反，您可以让孩子的自由选择时间更长，并将小组活动包括在自由选择期间内的选择。这将允许您消除自由选择时间和小型时间之间的转换。

Next, ask yourself: Must all of the children do the same thing at the same time during transitions? For example, consider the transition between large-group time and snack time. Instead of sending all the children to wash their hands at the same time, perhaps you can send a few children at a time to wash their hands, while you keep the rest of the children engaged with songs or discussions. Then, when a child returns from washing hands, they can tap another child on the shoulder to indicate that it is the next child’s turn to wash.

你可以also consider if some children can transition on their own. For example, with snack time, you could decrease a number of whole-group transitions by offering “open snack.” Here, teachers simply prepare the snack table and offer it as a choice where children come and go from this space as they are ready. Sometimes, an adult sits at the table to assist. In other classrooms, independence is promoted by laying out placemats or picture cards to indicate how much food to take and what to do when you are finished. In addition, some teachers create a checklist on which children can mark whether they ate snack; this can help teachers track which children may need reminders to try snack before that option is closed. Open snack can not only decrease transitions, but can help teach children to be aware of the signs of hunger or thirst within their own bodies and gives them greater control over meeting those needs.

还有其他方法可以在过渡期间保留儿童积极参与。像成年人一样，孩子们更欣赏提前改变即将来临的时间。例如，在自由选择的时间结束之前，当在播放时间剩下5分钟之前，播放时间剩下5分钟是时候有所了解，可能会有所帮助。您可以使用像计时器（Lentini，2005）这样的儿童友好的工具来帮助孩子何时发生过渡。此外，在过渡期间的过渡期间的运动（例如，手势）的歌曲歌曲可能有助于让孩子们专注于他们正在做的事情，并防止儿童无关的漫长等待时间。最后，确保有用于等待开始下一活动的儿童等书籍，谜题和木偶等材料。

6.惯例

Routines are an important part of the classroom day. Routines in preschool classrooms include things such as arrival time, bathroom time, cleanup time, naptime and departure time. Many routines, such as meals or group time, are necessary and helpful to building a consistent classroom community. Planning is the key to successful routines. Routines should match the child’s stage of development. For preschool children, this means that routines should support children’s developing abilities to do things on their own but should not be too complicated for preschoolers to learn and remember.

有些孩子在没有任何问题的情况下参与这些惯例。其他孩子的时间更加艰难。有些东西可以帮助所有孩子充分利用这些日常生活。首先，您需要仔细思考您希望孩子们做些什么。想想像早上的抵达日常生活。当他们进入房间时，你究竟想要孩子们做什么？对于一些老师来说，答案是：静静地进入并开始。不幸的是，这种答案不会给孩子提供更多信息。这意味着“开始？”想想这个序列，而是：登录，把外套放在咖勃比，洗手，并在开放的兴趣区找到一个安静的活动。 See how these details could help all children be more successful?

规划您的惯例通常有助于仿佛您需要向新老师或儿童解释它们。哪些细节需要知道？

如果孩子们在一个特定的routine, it can be helpful to observe where the routine breaks down. Think about a routine that your class struggles with. Maybe children in your class have a hard time during drop-off. Spend some time watching the children as they arrive.

• 他们完成了任何一个步骤吗？
• What directions do you find yourself repeating over and over?

If you watch the children and notice that they often stop to look at toys or greet friends before they put their coats away, this gives you important information. This probably means your room is set up in a way that creates distraction in the morning routine. Perhaps cubbies are too far away from the door. Perhaps the walkway to the cubbies goes straight through interest areas where children congregate. Think about designing your room in such a way that it guides children into successful routines. There is a clear path from the door to sign-in sheet, then to the cubbies, then to the sinks and finally the room opens up.

Think the same way about other routines.

• Are snack spaces situated near the sinks and kitchen supplies?
• Are extra clothes near the restroom?
• Are garbage cans located conveniently around the room?

All of these factors can help ease transitions and minimize distractions.

最好的例程有一个清晰的开始和结束。例如，对于米饭的例程，孩子们会知道“我洗手，坐在桌子上，用班级唱一首押韵，吃掉我的食物，清理，刷牙。”教室常规应该像良好的机一样流动。不要忘记成年人需要直接教孩子这些惯例。此外，请记住您可以使用视觉支持来帮助例程，例如地板上的颜色编码脚，所以孩子们知道在衬到外面或一系列图片和单词时要提醒孩子手中的正确步骤。

See

您如何组织您的时间与您在教室中的空间中的整个空间一样重要！提供一个结构化但足够灵活的时间表至关重要，以满足儿童需求。观看此视频，了解学龄前儿童有效时间表的六个组成部分：（1）自由选择时间，（2）室外时间，（3）大型时间，（4）小型时间，（5）万博体育全站app过渡和（6）例程。

A Day in Preschool

Now consider how to communicate your schedule to children. Watch this video for ideas about how to help children succeed in activities and routines.

沟通您的日程安排

最后,考虑视觉如何支持可以帮助气ldren be successful in routines. Visual supports help the environment serve as another teacher and they are easy to create and use. The following video provides examples of two kinds of visual supports for young children: task analyses (step-by-step pictures on how to participate in routines, e.g., pictures showing how to put on a coat) and environmental supports (clues about how to move or behave while participating in the routine, e.g., marks on the floor showing where to sit or stand).

视觉支持你的例程

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Design an Effective Schedule

All of these elements will help you create an effective, developmentally appropriate schedule. Within your schedule, you have freedom to design activities, interactions, and materials that meet the individual needs of children in your class. Here are tips to help you make the most of your day:

• 每天提供至少60分钟的自由选择时间。在儿童从事兴趣领域时，四处走动以支持学习目标。狗万app怎么下载
• Provide at least 60 minutes of outdoor time each day. Provide many of the same indoor interest areas outdoors.
• 保持大而小的群时间短。总共15-20分钟最好。
• 让孩子在过渡期间订婚。在等待时间内最有可能发生问题行为。
• Provide warnings before transitions. Although children may be used to the sequence of routines in your classroom, many young children may find it challenging to switch immediately to a new activity, especially if they really enjoy the one they are currently working on. Giving auditory and/or visual cues you are about to transition to another part of the day (i.e., “clean up time is in 5 minutes”) can make these transition times easier.
• Use visual supports to help children know what to do and to stay engaged. For example, attaching color-coded feet on the floor can give children a place to stand and be an instant color matching activity.
• Incorporate movement and music into daily routines and transitions: fly like a bee to the door, gallop like a horse, copy a clapping pattern, or sing a silly “clean up” song.
• If a child struggles with transitions, give the child an important job such as helping set the table, “inspecting” the interest areas to make sure they are clean, or giving transition warnings to classmates.
• Be structured in your classroom routines. Predictable routines help children know what to expect and feel secure. The security children feel by knowing what to expect frees them to fully engage in play and learning in the classroom. Structured routines are especially important for some children with special needs or behavioral difficulties. These children often rely on routines for consistency and can benefit from visual supports to help them successfully complete routines (see the Apply section for more details).
• But also be flexible in your classroom routines. If a routine is not working, rethink it! Be comfortable with making the most of unexpected events. On the first warm spring day, it is OK to stay outside longer than usual. However, it’s important not to confuse flexibility with chaos. Flexibility still implies that you are following a plan; you can simply stretch or shorten the amount of time you spend on each activity. Preschool-age children understand sequence better than they understand “clock time,” so as long as you keep the sequence of your day in the same order, you can be flexible about how long each component takes.
• If there will be a change in the daily schedule for some reason (e.g., a special visitor that day), make sure children are aware of the change, and include visual cues about schedule changes whenever possible.
• Make sure the physical environment supports your routines. For example, move personal storage, or morning “check-in” as needed to support arrival routines.
• 教所有children the skills to navigate routines by using the following strategies:
  • 建模：展示儿童的日常生活中的步骤，同时大声解释您在做什么（例如，洗手）。
  • 使用Peer Partners：询问一个人知道常规的孩子，以展示努力的孩子的日常生活。
  • Using Prompts: Although you have visual supports for routines in your classroom, some children may benefit from verbal reminders regarding specific steps (e.g., for hand washing: “Ok, you’ve turned off the water. What is the next step?”)
  • Giving Encouragement: Provide specific, positive feedback when the child navigates a routine successfully (e.g., “I saw that when you came to school today you went straight to your cubby and put your things away).

Communicate Your Schedule

Once you have designed an effective schedule, it is important to communicate this schedule to the children and other adults. You can eliminate many problems simply by helping children understand the schedules and routines in the classroom. The best way to do this in a preschool classroom is through a visual schedule. Visual schedules use pictures or objects to represent times of the day. Often these pictures are combined with words to help encourage pre-literacy skills.

Visual schedules work best when they are part of your daily routine. Some teachers may say, “My kids know the routine by heart. They don’t need me to post a picture schedule.” While it may be true that they know the routine, a visual schedule can be helpful in many situations. You never know when a new child is going to transition into the classroom, when a personal event is going to make a child cling to something familiar like a visual schedule. Here are ideas to make a schedule work for you:

• 使它成为您日常生活的一部分。在每个大型群体活动的开头和结束时提及它。
• Make it fun. As you finish an activity, let children remove that schedule piece, turn it over or put a checkmark on it with erasable marker.
• Give children choices. As children get older, consider giving them more responsibility. Let the class vote on how to arrange your schedule together as a group each morning. For example, ask them whether story time should come before or after snack.
• Keep it fresh. Occasionally, you might try to “trick” the class by rearranging the schedule before they arrive. See if they can figure out what’s wrong and fix it.
• 个性化它。考虑为正在努力的儿童制定个别图片计划。您可以进行围绕时间表，中心（或兴趣区） - 时间表，或者为需要额外提醒的孩子的全部日程安排，以及何时以及何时。
• Remember to create a schedule to share with adult co-workers and families, too. This can be typed and posted on a bulletin board or sent home to families. Everyone feels better when they know what to expect each day.